Analysis of 72 reports comparing first- (L1) and (L2) second-language writing indicate differences between L1 and L2 writing with regard to composing processing and features of written text. Implications for L2 and L1 writing theory, comparative writing research, and assessment, placement, staffing, and instruction are discussed. (Contains 77…

Examines the implications of process writing and peer review in one class of argumentative writing. Classroom consensus reflected the group's sociocultural organization and discouraged the writing of one marginalized student. The instructor and the powerful students legitimated biased critique and suppressed the less powerful student. (12…

Emphasizes the need for students to develop their editing skills. This article suggests that teachers and students should concentrate on major error patterns, and teachers should personalize editing instruction. Attention should also be given to the most frequent and glaring errors. Students who followed this editing approach significantly reduced…

Outlines a framework for shaping reform policies on strategies for enhancing teacher capacity, using interview data from a study conducted in California, Michigan, and Vermont. Michigan has developed subject-matter objectives and assessments, Vermont uses a portfolio assessment system to help teachers learn about problem solving and develop new…

The principles underlying development of software for computer-based instruction and collaborative learning are examined, and it is concluded that although traditional software and hardware originate from traditions of individual learning, software designed to aid in collaborative learning originates from conceptualizations of group learning. (MSE)

Effects of heterogeneous peer response groups (heterogeneous for language proficiency and ability) on the writing of limited-English-proficient (LEP) students was investigated in fourth-grade language arts classes. After one month, significant improvements on two measures of fluency were found for LEP students assigned to peer response groups, but…

Reports on two studies to determine if teaching poor readers to use inner speech could improve their reading and writing skills. Finds that both experimental groups improved significantly in both reading and writing. Includes three tables containing comparative experimental data. (CFR)

Examines early literacy practices in the Montessori classroom. Suggests that there is a need for more integration across the domains of reading and writing. Proposes that the think, write, share, revise, publish, and final-share process in written story creation can provide children with meaningful literacy opportunities as they relate to the…

Reports on a project incorporating pragmatic analysis into the second language classroom. Cooperative learning groups of first-year ESL students in a composition class analyzed variation in the use of linguistic features across a set of texts. Exercises of this type are asserted to be useful in promoting awareness of the different potential uses…

Collaboration between a supervisor and a teacher of nine first and second graders with hearing loss is recounted. Discussion includes reconsideration of classroom setup, expansion of the reading program to include more guided reading, documentation of student progress, more guided writing, and more shared decision making. (DB)

Course selection of 795 gifted adolescents in a summer residential program differed along traditional gender lines in mathematics, science, and writing/literature. Girls and boys performed equally well in all types of classes; main effects in achievement and motivation were found only for type of class. The Scholastic Aptitude Test served as a…

Describes a project in which engineering students wrote science books for children as part of a technical writing course focusing on how writers adapt to the audience. Discusses children's positive reactions to the books, and notes the engineering students' enthusiasm for the project. (MM)

A project to improve the writing skills of children (grades 4-10) who are deaf included instruction for teachers in the process approach to teaching writing and a data collection and analysis phase to assess short-term effects on students' writing. Pretest-posttest results showed dramatic improvement in students' writing, particularly in…

Several college teachers formed a writing circle to talk about their writing, improve writing skills, and develop articles for publication. An unanticipated outcome was improvement of instruction through adoption of new teaching methods, increased empathy with students as writers, and ability to reach students at different stages of intellectual…

Compares effectiveness of computer-based instruction in K-2 to traditional instruction on the reading and writing achievement of second graders. Finds educationally significant effect sizes on comparisons of reading scores and measures of writing in favor of the computer-based instruction group for at-risk students. Suggests that computer-based…